Field Study # 2 LATTE Surrey

1. Field Study # 2LATTE Surrey Samara Bassett

2. Inquiry Question How can I use wikis to promote more in-depth thinking and discussion with presenting current events.

3. Rationale • I have previously had students write a report on current news stories which are then presented to the class. • Student reads their article report then poses 2 questions for class discussion. • I have found discussion to be very lacking. Either students don’t listen to the articles or understand them. • Few students get involved in the class discussions.

4. Sub-Questions • How will using Wikis encourage more complex questions for discussion? • Will using Wikis allow more time for students to digest/ read/ contemplate the current event? • Will Wikis allow more time for students to respond to questions • How engaging will students find using Wikis? • How will using Wikis affect the number and types of students responding to discussion questions

5. Thinkers • According to Prensky (2001) Our students have changed radically. Today`s students are no longer the people our education system was designed to teach. • Ferris (2006) states; Instructors continue to equate authority and ownership of knowledge with the teacher who controls the text, whether print or electronic, rather than with the learners. An alternative model of education that may be better suited to the cyber age would take advantage of secondary orality, which relies on the affordances of print culture but also reintroduces the value of such oral characteristics as community, group-sense, and participation.

6. Thinkers • Ferris (2006) continues; In a secondary oral model, learners assume ownership of knowledge within learning experiences that encourage them to engage with texts electronically.

7. Learning Theories • The theoretical framework for this field study was based on Constructivism and The Engagement Theory. • According to Hazari (2009) Constructivism is inquiry-based, discovery learning in which learners construct personal interpretation of knowledge based on their previous experience and application of knowledge in relevant context. • Hazari (2009) states The Engagement Theory provides a conceptual framework that encourages collaboration and student engagement by use of technology tools and systems. It focuses on human interactions in group activities, and synergistic efforts using problem based learning.

8. Setting • Lord Tweedsmuir Secondary in Cloverdale. • The population of the area is of mixed socioeconomic status and there is little ethnic diversity; the majority of the population being Caucasian. Lord Tweedsmuir itself consists of about 1600 students. Approximately 6.5% of the student population identify themselves as aboriginal; 1% is classified as ESL (although 11% indicates a language other than English as the language spoken at home). Approximately 12% of the students receive special education services including BASES, a Connections program and LST. • The study will concern two Social Studies 9 classes during the second semester of the 2009/10 school year. Block 1 consists of 26 students, 13 males and 13 females. There are two male students who have Ministry designated IEPs. Block 2 consists of 29 students, 13 males and 16 females. One male and one female students have Ministry designated IEPs.

9. Setting • The study will concern two Social Studies 9 classes during the second semester of the 2009/10 school year. • Block 1 • Consists of 26 students, 13 males and 13 females. • There are two male students who have Ministry designated IEPs. • 23/24 students who completed a survey stated they have access to a computer and internet at home. • Block 2 • Consists of 29 students, 13 males and 16 females. • One male and one female students have Ministry designated IEPs. • 25/25 students who completed a survey stated they have access to a computer and internet at home.

10. Field Study Action Plan

11. Creation of the Wiki • I created a class Wiki for each of my Socials 9 classes. • On the Wiki I created a number of pages to instruct and assist my students to use the site and create their current events articles. • “How to use the Wiki” is a general page explaining what a Wiki is and specific details on how to do the various functions I want students to do. I included a youtube.com video which also explains Wikis.

12. Wiki Pages • “Current Events Assignment” page gives a detailed list of the actual assignment for students to follow. I also handed this page out to students. • “Online News Source Links” provides links to possible news websites for students to use. • “Current Events Assignment Criteria” provides the marking scheme student will be marked with. • I created pages for each Wednesday of the semester with students assigned to a certain date.

14. Class Instruction • I dedicated one class to instructing my students on the assignment and how to use the Wiki. • I had previously emailed each student and invitation to the Wiki through their First Class email. • About half the class was spent teaching First Class and getting each student set up. • Using a projector I walked my classes through the Wiki. • Students were given a handout with the web address, assignment and space to write their usernames and passwords.

15. Activities • I wrote the first week`s current event article to model how the assignment should be organized. • Students had one week to respond to the discussion questions I had posted. • The next week 2 students had to post their article and questions for the class to respond to. • Students were reminded each week in class to visit the wiki. • On April 21, 2010 both classes of students completed a survey about their Wiki usage.

16. Findings

17. Ease of Use • Students generally found wikispaces easy to use. • Surveymonkey Question # 2: “How easy did you find wikispaces to use?”

18. Response Consideration • Students would take more time thinking and responding to the discussions than the would during an oral discussion. • Surveymonkey Question # 3: “How long did it take you to complete the weekly review and discussion of other students' Current Events assignments?”

19. Student Usage • Initial Wiki usage was quite high. Many more students responded to the discussion questions than would have during an oral class discussion. • Wiki usage decreased over time. • Students ability to respond influenced by their peers posting articles and questions late or not at all.

20. Wiki Discussion Usage • Average number of posts per question

21. Details of Usage • The majority of students who did not complete the Wiki responses on time was due to organization and motivation. • According to Hazari (2009) The constructivist theory and instructional strategies focus specifically on students’ motivationto learn and their ability to use what they learn. • Surveymonkey Question # 5: What was the reason for missing posting on the wiki on time?

22. Student Responses • Some replies to why students did not respond on time included: • “I have extra stuffs to do” • “It was the week after i posted my current events, and i just forgot...but went on later and responded anyway” • i know i that i have time to answer the questions i just forget sometimes. i try and answer as most as i could. • I want to pass socials 9 and get a good grade. • some times it is hard to remember an some people dont put theirs up

23. Motivation • I agree with Karuppan (2001) who states “Scholastic aptitude is another variable that might influence Web usage” • “Students with sound study habits are more likely to access the Web to get notes and/or additional materials” • As with many assignments I found the students who are motivated to achieve are more likely to complete the Wiki. • Student would use the excuse of technology when they did not complete their assignments.

24. Complexity of Responses • Overall the detail of discussion answers were much more in-depth than during an oral class discussion. • Students would usually write 2-3 sentences and quote each others comments. • Student took time to read the articles and student responses before writing themselves. • The majority of students stated they understood the article “Pretty Well” to “Very Well” • Many students appreciated they could link to the actual article as well as read their peer’s summary.

26. Student Responses • “I could understand it very well because there was always a link, so if I didn't get it then I could just go to the link and read it for myself.” • “I understood them more because it provides the student's point of view and since I'm the same age, I can somewhat understand what they are trying to interpret.” • “There was a lot of information available if you didn't understand the person's summery; there was almost always a link to go to in order to see the official newspaper/blog/other so that we can understand to the maximum potential.”

27. Comparison to Oral Discussion • Students overall responded more to the Wiki discussions than they would have in an oral class discussion.

28. Comparison to Oral Discussion • Prensky (2009) explores how digital technology enhances our minds and leads to greater wisdom. • Unenhanced humans he states are limited in our perception and constrained by the processing power and functioning of the human brain . • I feel the Wiki allowed my students to have more think time to consider their responses and encouraged more involved dialog related to the current events articles.

29. Student Preferences • The vast majority of students preferred using the Wiki to complete the current events assignment. • Many appreciated the ease and flexibility of completing the assignment. • Many state they could think more about their responses. • A number of students commented that they felt more comfortable writing their responses rather than speaking in front of a crowd.

30. Student Preferences • Surveymonkey Question #10: “Which format do you prefer for completing your Current Events assignment? Why do you prefer it?”

31. Student Responses • Wikispaces: • “I prefer Wikispaces because i think its easier for me and for everyone else. They have time to think about their response” • “I prefer the wiki because than you can get EVERYONE's opinion instead of having 3 or 4 people only talking during a class discussion.” • “because idont like talking infront of the class and i think the wiki is beter to understand” • “because I really hate public speaking. Peolpe seem to judge less on the wiki too” • “It is easy because most teens always have online conversations and it is less nerve- wracking”

32. Summary of Learning

33. I am learning that teachers like myself should consider our student’s technological experience when planning assignments. • According to Prensky(2001) [Today’s students] have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tool of the digital age. He also states; today's students think and process information fundamentally differently from their predecessors. • I believe choosing to use a wiki for this field study addresses the student’s engagement levels as well as their experiences.

34. I am learning that intrinsic motivation has a positive effect on learning and achievement. • I found the students who responded best to using the Wiki were those who already had solid study habits and motivation to achieve. • Also, students who found the Wiki engaging were more likely to use it. • It was often the students who have poorer study habits who would neglect using the Wiki.

35. I am learning using Wiki for Currents Events can be an excellent tool for Constructivist teaching. • Students are able to explore topics in a flexible environment. • They can discuss and respond to each other without time pressure. • Students take ownership of their learning by setting the topics and questions that are discussed.

36. BIBLIOGRAPHY • Ferris, S., & Wilder, H. (2006). Uses and Potentials of Wikis in the Classroom. Innovate: Journal of Online Education, 2(5), Retrieved from ERIC database. • Hazari, S., North, A., & Moreland, D. (2009). Investigating Pedagogical Value of Wiki Technology. Journal of Information Systems Education, 20(2), 187-198. Retrieved from ERIC database. • Karuppan, C. (2001). Web-based Teaching Materials: A User's Profile. Internet Research, 11(2), 138-48. Retrieved from ERIC database. • Prensky, Marc. (October, 2001) Digital Natives, Digital Immigrants, On the Horizon, MCB University Press, 9(5) Retrieved April 14 2010 from http://dc.educ.sfu.ca/dc/mod/resource/view.php?id=4796 • Prensky, M. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate: Journal of Online Education, 5(3), Retrieved from ERIC database. • Richardson, W. (2005). Blog Revolution: Expanding Classroom Horizons with Web Logs. Technology & Learning, 26(3), 48. Retrieved from ERIC database.